Faced with some massification, it becomes relevant to know what academic expectations the students present upon their entrance in the university. These expectations, reflecting aspirations and perceptions of self-efficacy in overcoming the difficulties inherent to the transition, are considered as a determinant variable of the degree of involvement, adaptation and academic success of students, throughout the first semester in higher education. We applied a questionnaire to the first-year students. The results obtained indicate that all students formulate high expectations regarding their university attendance. The expectations for a career or employment are those that reach higher scores, suggesting the strong association that students make between course attendance and future employment. Female students present better study methods, in secondary education, and anticipate less difficulties with their transition to university. They are better at fixing and completing study schedules, finishing their work within the fixed timeframes, and making prior plans.